Taking an evaluative stance to decision-making about professional development options in early childhood education and care

Joanne Lunn Brownlee, Jennifer Sumsion, Susan Irvine, Donna Berthelsen, Ann Farrell, Kerryann Walsh, Sharon Ryan, Gerry Mulhearn

Research output: Contribution to journalArticle

Abstract

This article builds on our ongoing work in conceptualising an ‘evaluative stance’ framework to assist in understanding how leaders in the field of early childhood education and care (ECEC) make decisions about the selection of professional development options for themselves and their staff. It introduces the notion that evaluative mindsets can be considered in terms of attitudes towards decision-making that are based on personal epistemologies. Drawing on data from semi-structured interviews, it explores the mindsets of six experienced leaders in two long-established ECEC organisations in Australia with respect to their decision-making about professional development. The article concludes with a consideration of the potential utility of the framework and the coding template used in this exploratory study.

Original languageEnglish (US)
Pages (from-to)411-426
Number of pages16
JournalEarly Years
Volume35
Issue number4
DOIs
StatePublished - Oct 2 2015

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Keywords

  • early childhood education
  • early years
  • evaluation capacity building
  • personal epistemology
  • professional learning and development

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  • Cite this

    Lunn Brownlee, J., Sumsion, J., Irvine, S., Berthelsen, D., Farrell, A., Walsh, K., Ryan, S., & Mulhearn, G. (2015). Taking an evaluative stance to decision-making about professional development options in early childhood education and care. Early Years, 35(4), 411-426. https://doi.org/10.1080/09575146.2015.1099519